In this latest volume in the series detailed practical guidance is given for the preparation of ultrathin sections for electron microscopy and of thicker sections for light microscopy from blocks of resin-embedded material. Techniques for the sectioning of the newer acrylic resins and the use of diamond knives are fully described, and methods for overcoming sectioning problems are discussed in detail.

Sectioning and Cryosectioning for Electron Microscopy (Practical Methods in Electron Microscopy)

Beesley, Julian E.

Reid, Norman

Health, Fitness & Dieting

Elsevier Science Ltd.

Sectioning and Cryosectioning for Electron Microscopy (PRACTICAL METHODS IN ELECTRON MICROSCOPY)

Science & Math

Biological Sciences

Laboratory work is an essential part of undergraduate chemistry courses. The laboratory provides a setting for training not just in practical hand and instrument skills, but also for other skills such as planning, recording, interpreting and working in teams. However, students often learn little from their time in the laboratory and find it hard to make connections with lectures. Over half of third-level chemical students have no intention of becoming practising chemists anyway. Teaching staff may also feel pressured in relation to manpower, materials, time and safety. Carrying out exercises before and after laboratory sessions can maximise the benefit of practical work for higher education students. This books surveys existing materials for pre-laboratory and post-laboratory exercises in the chemical sciences. Twenty examples are given, and guidance is provided for constructing similar exercises.

Enhancing Undergraduate Chemistry Laboratories

Carnduff, John

Chemistry

Royal Society of Chemistry, [

Edward Burra

Tate Gallery Publications

Chemistry is often seen as a difficult subject to understand. This book focusses on the triangle model that Alex H. Johnstone developed in the early 1980s. Originally conceived in the context of making chemistry more accessible to a wider range of learners, the model has been applied in almost every area of education in chemistry at all stages of learning. In looking at why chemistry is difficult, there are two central questions. Firstly, does the problem relate to the nature of chemistry and, secondly, does it relate to the way humans gain understanding? Both were found to be important and the answers to the two question were found to be connected. The triangle model arose from sustained research into human learning. The central finding from research is the critical role of working memory and the model rationalises so much evidence from chemistry education research as well as the repeated experiences of teachers of chemistry at all levels. In order to understand chemistry, it is essential to develop sound mental models of molecular reality.&nbsp;It generates major implications for the way a chemistry curriculum should be constructed and the processes of teaching and learning in chemistry when the goal is focussed on understanding the key ideas. Some of these implications are developed and pointers offered to more successful ways forward. The power of the Johnstone Triangle lies in the way it offers clear directions for all involved in chemistry education. It is hoped that this book will prove helpful to all involved in sharing the exciting story of the way humans have come to understand the molecular world, one of the great examples of great human endeavour.

Johnstone Triangle: The Key to Understanding Chemistry (Advances in Chemistry Education Series, Volume 6)

This textbook brings together findings from global research on teaching and learning, with an emphasis on secondary and higher education. The book is unique in that the content is selected in an original way and its presentation reflects the most recent research evidence related to understanding. The book covers and presents themes that are based tightly on worldwide research evidence, scrupulously avoiding opinion or any dependence on the personal experience of the authors. The book starts by reflecting on educational research itself. The four chapters that follow relate the story of the research that shows how all humans learn and the variations within that framework. These chapters offer a tight framework that underpins much of the rest of the text. The next four chapters look at the way school curricula are organised and how the performance of learners can be assessed. They summarise the research evidence related to thinking skills and consider the importance of practical teaching. This is followed by two chapters that draw from the extensive social psychology research on attitude development as it applies in education, and then by two chapters that summarise the research related to major issues of controversy: the performativity agenda and the issue of quality. One chapter looks at the place of statistics in education. The next two chapters look at the evidence that can support or undermine many typical education beliefs, or myths and mirages. Finally, the last chapter brings it all together and looks into the future, pointing to some areas where future research is likely to be helpful, based on current knowledge.

Making Sense of Learning: A Research-Based Approach (Springer Texts in Education)

Education & Teaching

Amanat Ali, Asma

Schools & Teaching

Springer

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